Educator Comments

" Dear Dr. Glavach,
Thanks for all your hard work and diligence creating these reading programs.
It is truly people like you that give teachers a great name and students a
better, brighter tomorrow.

Thanks again.  Sincerely, Lynette Spitznogle"


Diane Toscano, Reading Consultant

CORE, Consortium on Reading Excellence

Ruth Martin, Project Manager,State & Federal Programs

Heather Garcia-Rossi, High School English and Reading Teacher

Jessie Kroeck, High School English and Reading Teacher

Linsey Hubley, High School English and Reading Teacher

Jodi Hottel, High School Reading Specialist

Jan Freifeld, Continuation High School English Instructor

Geri Gmahling, Title I Middle School English Support Teacher

Donna Dietrich, Resource Specialist Program Instructional Assistant

Dianne Borsi, Middle School ESL Teacher

Ginny Struble, Sandra Moore, Christine Smith, 7th Grade Language Teachers

Christine Field reviews Latin and Greek Roots for The Old School House Magazine

Christine Field reviews Reading the News for The Old School House Magazine

 Ms. L.Z., 3rd Grade

Dear Dr. Glavach:

I noticed your advertisement in the International Reading Association's newspaper. As a reading consultant, I continually search for innovative programs and best practice reading instruction. I believe I have found just that in your free programs. I printed a copy of How to Short-Circuit Reading Intervention and am very excited about implementing the program with our school's struggling middle schoolers. I completely agree with the features and benefits outlined in your book; I especially love the program's consistency and ease of use, an ease built upon cutting edge research on learning.

By far, I most appreciate the free offer, since teachers never have enough funds for all they need in their classrooms. In addition, your prices for other programs are wonderfully low and so are accessible to almost all. Thank you so much for this opportunity to enhance my reading program - it's truly a wonderful, philanthropic service for our youths and their futures.

Diane Toscano
Reading Consultant


CORE Adopts Reading the News

CORE (Consortium on Reading Excellence), a leader in providing professional development in California and the Pacific Northwest, uses "Reading the News" as a key component of its training for high school educators.  Bill Honig, President of CORE and former Superintendent of Public Instruction in California founded CORE in 1995 with Linda Diamond, a former Director of Curriculum.  Ms. Diamond and Mr. Honig selected "Reading the News" as a fundamental part of CORE's high school training program because "This program helps struggling readers develop fluency and have fun doing it!"
The structure of Core Reading supports struggling readers, as the consistency removes fear of reading. Yet what I appreciate most about the program is that it also has room for creativity. Lessons can be individualized to accommodate both teacher and students. Using the timed readings, for example, teachers can instruct their students in identifying key information, summarizing, predicting, and responding to text. Students are set up to succeed. Organizing the lessons according to how words are spelled alleviates the difficulty of reading, writing and even pronouncing the words. An entire key syllable is instantly mastered! I love this program.

Heather Garcia–Rossi
High School English and Reading Teacher
The Core Reading program produces results. I have witnessed students' vocabulary acquisition, word recognition, and reading fluency expand with this program. The program is effective, and easy to use. What I believe is most valuable about the Core Reading program, however, is how it links students with the core curriculum, preparing them to achieve in all of their classes. The Core Reading program is truly structured for student success.

Linsey Hubley
High School English
Reading Teacher
Core Reading is explicit teaching strategies to improve students’decoding, comprehension, and fluency skills. It increases their awareness of spelling rules and offers strategies to further grasp the English language. More importantly, I find that as my students’ fluency increases, their confidence in their reading rises.  This, in turn, accomplishes our ultimate goal – to bring forth a love of reading.

Jessie Kroeck
High School English and Reading Teacher

I have found that the Core Reading program has been extremely effective in connecting students to the core curriculum, the major goal of our class.

The program has two basic components.  One critical component is the weekly spelling and vocabulary lesson.  Not only do students make large gains in spelling skills and vocabulary acquisition, but they also make gains in word recognition and reading fluency because the word study is organized by word patterns and derived from the core curriculum.

A second component that produces the result is the weekly timed reading.  The reading is based on the word pattern for the week and also tied to a subject in the core curriculum.  Each week, students practice both oral and and silent reading fluency, with the level of reading difficulty gradually increasing.

Each year we administer a battery of tests to our students, and we see results averaging two to four years growth. The biggest gains are usually made in the areas of spelling and word recognition. In addition, students have told us that the program has helped them to be more successful in their core classes.

Jodi Hottel
High School Reading Specialist

Yields Dramatic Results

Dr. Glavach's program, Core Reading, has broken the myth that you can't teach reading at the high school level. He has gone beyond traditional reading programs and developed a highly effective linguistics program to increase students' reading skills. Many of our students come to the reading lab with a third or fourth grade reading level, and after a semester or year in the program, all students improve their reading and many advance to grade level or above.

Ruth Martin
Project Manager
State and Federal Projects
The Core Reading program, a program designed to improve the basic reading comprehension skills of secondary students, is the best of its kind.
It has increased the linguistic ability of my high-school continuation students without being boring or insulting to their intelligence, and I have not heard one complaint!

My students work on their packets with drive and enthusiasm. This program has shown me what I have believed all along. Words can be adventurous, exciting and a great learning experience.

Jan Freifeld
Continuation High School
English Instructor


Is Enjoyed by Students

I am very impressed with the Core Reading program. The students love it. During their independent choice work time, they ask to work on the packets. After Lesson 7 or 8 I almost had to hide the upcoming lesson packets because students were taking them off the shelf before I had a chance to introduce the lesson -- to work on them on their own! Each lesson has a similar format, which allows the student to be self-directed and comfortable with what is coming next.

One-on-one time with each student is built into each lesson. This has been a real treat for me as it has been completely "doable." The 2-3 minutes spent with each student is invaluable; the other students are so involved with other Core activities that management problems are almost non-existent -- these struggling readers are engaged!

Geri Gmahling, Title I
Middle School English Support Teacher
Glavach and Associates:
I am an Instructional Assistant working in a Resource Specialist Program. I work with children in kindergarten through third grade levels. My students have specific learning disabilities in visual memory, perception, organization, and sequential skills. Alpha-Bits is an excellent resource that I use to enhance my program and further develop my students learning processes. It’s fun and easy to teach, and my student’s abilities have greatly improved.


Donna Dietrich
Resource Specialist Program Instructional Assistant


Thanks for producing materials that are truly helpful.

The teachers in our building who have used the Programmed Spelling Review like it very much. Generally, we use the lessons with our ESL students, although some teachers have also used the tapes with native English speakers who happen to be struggling with reading and writing. Teachers like the lessons because they are very self-directed and students can move at their own pace. Not only do the students take in the information by reading and writing, they also hear the words being spoken. Our English language learners find this extremely helpful. I'll be anxious to peruse your website to see what other materials you have for our ESL students and struggling readers. Thanks for producing materials that are truly helpful.

Dianne Borsi
Middle School ESL Teacher


We were delighted when we found your book Greek and Latin Roots

As 7th grade Language Arts teachers, we were delighted when we found your book Greek and Latin Roots. We have been struggling with "to spell or not to spell" in 7th grade. The traditional word lists seemed to be working for fewer and fewer students. Because our year long focus is on vocabulary strategies, not just rule memorization, this book fit right in. We have
used it all year with our 7th graders and hear positive comments from them (amazing!) and from other core content teachers who are picking up these roots in content vocabulary as well. We are considering using Book 2 with 8th grade next year. Thank you for filling this need so well.

Ginny Struble
Sandra Moore
Christine Smith


The last product I looked at was Latin & Greek Word Roots. This one got completely "Field Tested" as I used it to teach 7th and 8th grade students in a co-op that we were involved with. The program was easy to use and the students enjoyed it. Each week, words are introduced in ABC order. Students make study cards, do worksheets, talk about the derivatives and use the words in their writing. A quiz is provided to test each week's understanding. Every three weeks, one week is devoted to review, with interesting word searches and other activities provided for study. This program is completely laid out for ease of use and my students really enjoyed it ----- and learned a lot of new words!

Product Review by: Christine Field, The Old Schoolhouse Magazine  (Ms. Field's full review)


Reading the News is an interesting, fun program. It uses Associated Press newspaper articles for starting point reading material for students in middle school through adult. Focusing on newspaper article content rather than boring vocabulary lists, the students begin by following along as an article is read on the audio tape. Activities based on each passage encourage the student to think about questions raised by the piece. Words are previewed before the selection is presented. Then numerous word and comprehension activities are offered based on the passage. I have never seen a program structured like this. It is an engaging, creative way to draw students into reading, comprehension and spelling.

Product Review by: Christine Field, The Old Schoolhouse Magazine    (Ms. Field's full review)
"Used the 3rd grade Quick Reading Intervention last year with my struggling students...fantastic results!!
It will be part of the whole-class curriculum this year!"   ~ L.Z.
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